3D-GREEN: Discovering, Designing and Delivering Circular Innovation in Schools
This concept focuses on “3D-GREEN: Discovering, Designing and Delivering Circular Innovation in Schools” and proposes a learning design for students and teachers that can be piloted in partner countries. Participants trace a material lifecycle and develop repair, reuse or waste-reduction prototypes. Environment and Climate Action is addressed through complementary tasks. Partners compare local pilots and turn useful practices into a resource that can be adapted to different settings.
Illustrative Project Concept
An editorial proposal inspired by titles in project selection lists. It is not the source project’s actual application or implementation description. Participant numbers, duration and budget must be set separately after a needs analysis.
Expert commentary
Logic chain from need to impact
- 1
Need
The school separates waste, but pupils do not know where materials go, and repair and reuse are not part of lessons. Evidence: a one-week school waste measurement and a pupil knowledge survey.
- 2
Objective
Enable pupils to analyse a product's life cycle and design solutions that reduce waste.
- 3
Activity
Pupils track the three materials most thrown away at school, design repair or reuse prototypes and compare prototypes and measurements with the partner school.
- 4
Output
A waste-tracking protocol, pupil prototypes and design-based lesson plans tested in two schools.
- 5
Measurable impact
Measurement: weighing school waste with the same method at the start and end. Example target: a measurable reduction in the chosen material and a permanent repair corner.
Why is this example strong?
- The problem is defined with the school's own data and re-measured with the same method.
- The environmental priority is addressed through concrete behaviour change, not an abstract awareness activity.
- Prototypes are outputs that make pupils' creative participation visible.
How can you adapt it to your organisation?
- Choose a material specific to your school, such as canteen packaging, paper or stationery.
- Add the municipal waste department as a local stakeholder; it strengthens dissemination and sustainability.
- Give the weighing and counting to a pupil club so measurement continues after the project.
Published: 23 October 2026
Sources: Erasmus+ Programme Guide (European Commission) · Guide for Experts on Quality Assessment 2026 (published by the Irish National Agency)
Objectives
• Identify initial needs and develop learning competences related to “3D-GREEN: Discovering, Designing and Delivering Circular Innovation in Schools”. • Produce and test a circular design portfolio and replicable workshop instructions; also a local action plan and evidence-based environmental activities with participants. • Monitor progress through material reuse, product usability and the reasoning behind design choices and integrate effective practices into regular institutional learning.
Activities
1. Identify needs and shared goals Gather participant views on “3D-GREEN: Discovering, Designing and Delivering Circular Innovation in Schools”; define access barriers, responsibilities and success indicators. 2. Joint preparation and learning workshop Co-design sample tasks for a circular design portfolio and replicable workshop instructions and review them with a small group. 3. Local pilots and international exchange Participants trace a material lifecycle and develop repair, reuse or waste-reduction prototypes. Partners share sample work and discuss differences between local contexts. 4. Evaluation, sharing and continuity Assess learning through material reuse, product usability and the reasoning behind design choices, improve resources and incorporate them into regular institutional practice.
Dissemination
Results are introduced to schools and teacher networks through a practical sharing session. Partners publish a circular design portfolio and replicable workshop instructions; also a local action plan and evidence-based environmental activities with accessible Turkish and English explanations and plan adaptations into other partner languages. Uptake is tracked through feedback from organisations that try the materials, alongside downloads. Shared examples respect personal data and content permissions.
Budget Logic
Resources are planned for reusable materials, safe hand tools and prototype trials. Each activity is justified by its output and required staff effort or materials. Existing tools and remote collaboration are considered; face-to-face meetings are designed around their learning contribution. Participant numbers, duration and grant amount are set after needs analysis; the source project grant is not treated as this concept’s budget.
Inspired by
3D-GREEN: Discovering, Designing and Delivering Circular Innovation in Schools
Almanya 2026 Erasmus+ KA210 SCH Proje Sonuçları